Summaries 8/9-2014

Author:
Shishikin Vitaliy G. – Cand. Sci (History), Assoc. Prof., Novosibirsk State Technical University, Novosibirsk, Russia, [e-mail]

Internationalization of education
IVANOV V.G., ZIYATDINOVA YU.N. INTERNATIONAL FORUM OF AMERICAN SOCIETY FOR ENGINEERING EDUCATION

Abstract. The paper describes the experience of American Society for Engineering Education (ASEE) to host annual conferences and international forums where representatives of different countries of the world participate. The paper gives a comparative analysis of engineering education problems and their solutions in different countries and prospects for using the most successful international experience in Russia.

Global innovative development is impossible without training competitive engineers who can create and implement groundbreaking technologies. Despite the fact that engineering education development is a national priority, it is impossible to avoid its internationalization. A number of international non-profit non-governmental engineering education organizations aim at uniting the faculty and administrators of engineering universities and the representatives of industry in order to develop joint solutions and improve the quality of engineering education world-wide. The most popular of these organizations are Internationale Gesellschaft für Ingenieurpädagogik IGIP, Société Européenne pour la Formation des Ingénieurs (SEFI), Global Engineering Deans Council (GEDC), American Society for Engineering Education (ASEE), and etc.

ASEE is one of the organizations implementing global scale activities. For over 120 years the society has hosted annual conferences to gather over 3,000 participants from the USA and other countries. The initiative of the last three years is the International Forum under the umbrella of these conferences. The Forum is the platform for international engineering education organizations to hold the plenary sessions where they can present the current state of engineering education in their countries, share their views and discuss their problems. Société Européenne pour la Formation des Ingénieurs (SEFI) and Latin American and Caribbean Consortium of Engineering Institutions (LACCEI) participated in the 2014 International Forum as partner societies and presented their views on engineering education development. The President of SEFI Kamel Hawwash gave a very detailed report on European engineering education stressing that the global crisis that we face is the crisis in engineering competencies, which do not satisfy the requirements of the employers. The Professor of Dublin Institute of Technology Mike Murphy spoke about engineering education in Ireland under the forthcoming fusion of institutes and universities to introduce a new vision of engineering programs. The President of Global Engineering Deans Council Jose Carlos Quadrado focused on Portugal, where engineering universities are overcoming a crisis and going through restructuring aimed at training engineers capable of creating new job instead of being employed. The Executive Director of LACCEI Maria M. Larrondo Petrie gave an overview of engineering education in Latin America in the light of Vision 2025 approved in these countries. The focus in the Vision is on innovations, human resource training, and national quality infrastructure and technology development.

The plenary session reports showed that the main trends in both parts of the world today are very similar. They include fusions of universities to reach new goals and enhanced collaboration with industry to develop the newly demanded programs. Another issue for the Latin American countries is the poor English language command which influences the competitiveness of the engineers. A number of measures are taken to improve the EFL teaching approaches, and they are similar to the ones in Russia. The low representation of women in science and engineering is another issue for Latin America, and LACCEI takes efforts to increase their number.

The International Forum plenary sessions were followed by three tracks of sessions: student development, faculty development and curriculum and laboratory development. Kazan National Research Technological University gave two oral reports at the faculty development track on the role of the President’s Program of training engineers in improvement of the research university educational activity and on a focused curriculum improving the written English of Russian speaking engineers.

The 2014 International Forum was followed by the 121st ASEE Annual Conference to discuss different issues of engineering education. The Conference was a very large scale event, and included 2 plenary sessions, 6 distinguished lectures, 132 business meetings, around 300 technical sessions, 27 workshops, 20 poster sessions, and around 50 panel sessions. The Conference was sponsored by a number of the US and international companies, including National Instruments, NCEES, Dassault Systemes, The MathWorks, Boeing, and etc. This year, Purdue University School of Engineering and Technology, University of Notre Dame College of Engineering, Valparaiso University Engineering, Trine University, and Rose-Hulman Institute of Technology were the host institutions in Indianapolis.

The main plenary session was remarkable for the National Student Award Winners recognized by the ASEE President Kenneth Galloway. The students were invited onto the stage, and short videos to introduce their achievements were shown on screens. After the plenary, the students participated in a special press conference, an outstanding experience for them. The 2014 ASEE President’s Award was given to Ioannis Miaoulis and the National Center for Technological Literacy at the Museum of Science, Boston for making a special use of print, broadcast, and electronic media to encourage K-12 students to pursue an engineering career, and to both influence public opinion and gain recognition of the critical role that engineering plays in today’s technology-driven society.

The main plenary also featured Keynote Speaker Mitchell E. Daniels, Jr., President of Purdue University, a strong supporter of engineering education. He became President of Purdue in January 2013; in the past he was two-term governor of Indiana, and, earlier, he worked in the White House during Ronald Reagan’s presidency and later served as director of the Office of Management and Budget under President George W. Bush.

Mitchell Daniels spoke about history of Purdue as the university to teach agriculture and the mechanic arts. These competencies are still very important nowadays. In the world driven by technical innovations, the system of engineering education is facing criticism, challenges, and new competitors. There are new questions which were never asked until the last 10 years regarding the large numbers of college students, the poor skills they obtain, the real value of their diplomas. Today, engineering education is at the time of testing which requires innovative approaches to answer the questions of what to teach, how to teach and to whom we teach. Purdue answers the latter question by freezing the tuition fee for the next two years so that the most talented young people could afford studying there. In terms of how to teach, Purdue promotes new modes of teaching and transforms the majority of courses into hybrid teaching. In terms of what to teach, Purdue produces more STEM graduates than many other US universities. Moreover, they are expanding the Engineering College, as these programs are most needed and valuable. The experience of China and India shows that when young people see the centrality of engineering skills, the individual and the societal success grows.

Mitchell Daniels believes that the USA need 10,000 more engineering graduates annually. And even if the country outruns the market’s need for engineers, this will be a good outcome, because the engineering mentality will take a more prominent place in the nation. The keynote speech of Mitchell Daniels was followed by a number of questions from the audience, showing a good feedback.

The following three days of the Conference were very intensive in business meetings, technical sessions and other events. Kazan National Research Technological University presented an oral report on an integrated university/industry program of improving Russian industrial trainers at continuing professional development division technical session.

The last day of the Conference was remarkable for the ASEE International Council meeting which gathered the representatives of different international societies to discuss the prospects of collaboration with ASEE. The preliminary arrangements were made about the possible participation of Kazan National Research Technological University and National Research Tomsk Polytechnic University in the 2015 International Forum to represent the partner society, Association for Engineering Education of Russia.

Keywords: engineering education, internationalization, globalization, American Society for Engineering Education (ASEE), international forum, engineering education and industry

References

1. 
   Osipov P.N., Ivanov V.G., Ziyatdinova Yu.N. (2014) [Towards internationalization of engineering education]. Vysshee obrazovanie v Rossii [Higher education in Russia]. No. 3, pp. 117-123. (In Russ., abstract in Eng.)
   
2. 
   Buchanan W. (2013) [Role of the American society for engineering education in encouraging distance education and other methods to reduce costs of engineering education]. Vysshee obrazovanie v Rossii [Higher education in Russia]. No. 12, pp. 41-45. (In Russ., abstract in Eng.); Buchanan W. (2012) [How ASEE can benefit society by making students aware of engineering early]. Vysshee obrazovanie v Rossii [Higher education in Russia]. No. 11, pp. 58-63. (In Russ., abstract in Eng.)
   
3. 
   Melezinek A. (2011) IGIP and the Trends in Engineering Education. Vysshee obrazovanie v Rossii [Higher education in Russia]. No. 12, pp. 35-39; Auer M.E. (2014) The International Society of Engineering Pedagogy (IGIP) and the New Pedagogic Challenges in Engineering Education. Vysshee obrazovanie v Rossii [Higher education in Russia]. No. 6, pp. 28-33; Auer M., Dobrovska D., Edwards A., Lickl E. (2013) [New Pedagogic Challenges in Engineering Education and the Answer of IGIP]. Vysshee obrazovanie v Rossii [Higher education in Russia]. No. 2, pp. 39-45. (In Russ., abstract in Eng.)
   
4. 
   Ashmawy A. (2013) [The global engineering deans council: transforming engineering education in a time of change]. Vysshee obrazovanie v Rossii [Higher education in Russia]. No. 2, pp. 50-57. (In Russ., abstract in Eng.)
   
5. 
   Sanger Ph.A., Ziyatdinova Yu.N. (2013) [Writing in English for international conferences]. Vysshee obrazovanie v Rossii [Higher education in Russia]. No. 12, pp. 95-99; Bezrukov A.N. (2013) [Computer-aided technical translation as a tool to bridge communication gap]. Vestnik Kazanskogo Tekhnologichenskogo Universiteta [Herald of Kazan Technological University]. Vol. 17, no. 16, pp. 32-34. (In Russ.)
   

Authors:

IVANOV Vasily – Dr. Sci. (Pedagogy), Prof., First Vice-Rector for Academic Affairs, Kazan National Research Technological University, Kazan, Russia, [e-mail]

ZIYAtdinova Yulia – Cand. Sci. (Pedagogy), Assoc. Prof., Director of International Affairs, Kazan National Research Technological University, Kazan, Russia, [e-mail]

FILIMONOVA N.YU., ROMANYUK E.S. CHINESE STUDENTS IN RUSSIA

Abstract. The article focuses on the conditions of formation of intercultural communications as a specific form of interaction in foreign audience by an example of the Chinese contingent. The paper aims to show the specificity of pre-university training of the Chinese students at Russian higher education institution and to give recommendations to teachers-experts. While modeling of pedagogical situations it is necessary to reckon with national mentality of foreign pupils and define a number of pedagogical conditions to ensure an intercultural dialogue in a foreign audience including theoretical knowledge of teachers working with foreign audience in the field of ethnopsychology and ethnopedagogics and their psycho-pedagogical preparation. Skills and abilities of intercultural communication facilitate students’ adaptation to a new cultural environment and promote their further studying at Russian university.

Keywords: foreign students, Chinese contingent, pre-university stage, national mentality, students’ adaptation, intercultural communication, formation of intercultural communication skills
References

1. Arefiev A.L., Sheregi F.E. (2013) [Education of foreign citizens in the higher education institutions of the Russian Federation] Obuchenie inostrannykh grazhdan v vysshikh uchebnykh zavedeniyakh Rossiyskoy Federatsii [Statistical reference handbook]. Moscow: No. 10, 139 p., 1 CD ROM. (In Russ.)

2. Filimonova N.Yu., Romanyuk E.S. (2009) Organizatsiya professional'no-pedagogicheskogo obshcheniya pri iformirovanii osnov mezhkul'turnoy kommunikatsii v usloviyakh rossiyskogo vuza: monografiya [The organization of professional-pedagogical dialogue at formation of basis of intercultural communications in the conditions of Russian higher school: the monograph]. Volgograd: VolgGTU Publ., 190 p. (In Russ.)

3. Rykova S.A., Kirisheva I.E. (2013) [Sociocultural and personal features of socialization of foreign students (on an example of the Chinese students of the Vladivostok state university of economy and service)]. Sovremennye problemy nauki i obrazovaniya [The Modern problems of science and education]. No. 1. Available at: www.science-education.ru/107-8523 (In Russ.)

4. Filimonova N.Yu., Romanyuk E.S., Tulupnikova T.Yu., Shchukina N.V. (2008) Osobennosti raboty so studentami-inostrantsami iz stran Afriki, Azii, Blizhnego Vostoka, Latinskoy Ameriki (dovuzovskiy etap): ucheb. posobie [The Peculiarities of work with foreign students from the countries of Africa, Asia, the Near East, Latin America (pre-university stage)]. Volgograd: VolgGTU Publ., 80 p.

5. Malevich I.A. (2001) Vnimanie, Kitay [Attention, China]. Moscow: AST Publ., 320 p.

6. Yurkevich A.G. (2010) Problemy obucheniya kitayskih studentov v Rossii [The Problems of teaching of the Chinese students in Russia]. Available at: www.rutao.ru/index.php?topic=526.0 (In Russ.)

7. Filimonova N.Yu., Romanyuk E.S. (2013) [Formation of intercultural dialogue in groups of the Chinese students]. Kitayskie, v'etnamskie, mongol'skie migranty v akademicheskoy srede: Kollektivnaya monografiya [Chinese, Vietnamese, Mongolian migrants in the academic environment: the Collective monograph]. Tomsk: TPU Publ., 418 p. (In Russ.)

Authors:

FILIMONOVA Natalia Yu. – Cand. Sci. (Philology), Assoc. Prof., Volgograd State Technical University, Volgograd, Russia, filimonova_n @rambler.ru

ROMANYUK Elena S. – Senior lecturer, Volgograd State Technical University, Volgograd, Russia, [e-mail]

Jubilee
Arte et humanitate, labore et scientia

Pavlov A.V. ALMA MATER in the year of ITS 70^th anniversary

Abstract. In 2014 Yaroslavl State Medical Academy celebrates the 70^th anniversary. Academy was found in 1944 in the days of II World War and since that time plays an important role in the system of higher medical education in our country and in educational, scientific and social life of Yaroslavl region. Today Yaroslavl State Medical Academy is the large educational and scientific center with a developed image of reliable business and social partner. The article describes main features of educational system, including practical training on the different education levels, employment assistance system, clinical research and scientific school development, innovative pedagogical technologies, student extracurricular cultural activities, management system and development potential.

Keywords: Yaroslavl State Medical Academy, anniversary, education, medical school
References

1. 
   Eregina N.T. (2013) Yaroslavskaya meditsinskaya akademiya: ot istokov do nashikh dney [Yaroslavl State Medical Academy: from the origins to the present day]. Yaroslavl’: Indigo Publ., 640 p.
   
2. 
   Glybochko P.V. (2014) [Continuing professional education of medical specialists: the experience of introduction of innovative technologies]. Meditsinskoe obrazovanie i vuzovskaya nauka [Medical education and science]. No. 1 (5), pp. 4-10. (In Russ.)
   
3. 
   Svistunov A.A., Kolysh A.L., Gorshkov M.D. (2013) [Role of medical community in development of simulation training in Russia]. Meditsinskoe obrazovanie i vuzovskaya nauka [Medical education and science]. No. 3 (1), pp. 17-25. (In Russ.)
   
4. 
   Aniskina N.N. (2011) [Life-long education]. Standarty i kachestvo [Standards and quality]. No. 5, pp. 70-73. (In Russ.)
   

Author:

Pavlov AlekseyV. – Dr. Sci. (Medicine), Prof., Rector, Yaroslavl State Medical Academy, Yaroslavl’, Russia, [e-mail]
EREGINA N.T., SMIRNOVA E.M. "YAROSLAVL WAS NOT CHOSEN spontaneously ..."

Abstract. Yaroslavl State Medical Institute was opened (1944) during the Great Patriotic War. This event had a deep backstory; this article is devoted to its consideration. The medical faculty at the Yaroslavl State University was at the root of higher medical education in Yaroslavl. Faculty of Medicine relied on the basis created in the pre-revolutionary period: scientific potential and experience in training of paramedical personnel accumulated by Yaroslavl doctors, network of medical institutions. Faculty activities that attracted the best doctors of Yaroslavl to teaching, laid the foundation for the future of higher medical education.

Keywords: higher medical education, Yaroslavl Medical Institute, Yaroslavl doctors, medical science
References

1. 
   Gosudarstvennyy arkhiv Yaroslavskoy oblasti [State archive of Yaroslavl’ region]. Fund 86, inventory 1, file 31, fol. 8.
   
2. 
   Yaroslavskie gubernskie vedomosti [Yaroslavl’ Provincial Gazette]. 1847. No. 20, p. 218.
   
3. 
   Rossiyskiy gosudarstvennyy istoricheskiy arkhiv [Russian State Historical Archive]. Fund 1294, inventory 1 (sv. 8), file 16; inventory 1 (sv. 40), file 25; inventory 1 (sv. 41), file 38.
   
4. 
   Protokoly zasedaniy Obshchestva Yaroslavskih vrachey za 1900 i 1901 g. [Minutes Records of meetings of the Yaroslavl’Doctors’ Society of for the years 1900 Yaroslavl’ and Yaroslavl’ in 1901]. Yaroslavl', 1901.
   
5. 
   Golosov A.A. (1913) 50-letniy yubiley Obshchestva Yaroslavskikh vrachey i Volzhskoy lechebnitsy (1861–1911) [The 50th anniversary of the Society of Yaroslavl Volga doctors and hospital (1861–1911)]. Yaroslavl'.
   
6. 
   Ustav Yaroslavskogo obshchestva vrachey [Charter Yaroslavl’ Medical Association]. Yaroslavl', 1911.
   
7. 
   Vrach [Doctor]. 1882. No. 42, 52.
   
8. 
   Eregina N.T. (2013) Yaroslavskaya meditsinskaya akademiya: ot istokov do nashikh dney [Yaroslavl’ Medical Academy: from its origins to the present day]. Yaroslavl’: Indigo Publ.
   
9. 
   Eregina N.T. (2009) [Yaroslavl’ University Faculty of Medicine: Cancelled fate (1919-1924 gg.)]. Novyy istoricheskiy vestnik [New Historical Journal Bulletin]. No. 3 (21).
   

Authors:

EREGINA Natal’ya T. – Dr. Sci. (History), Assoc. Prof., Head of Department of History and Philosophy, Yaroslavl’ State Medical Academy, Yaroslavl’, Russia, [e-mail]

SMIRNOVA Elena M. – Cand. Sci. (History), Assoc. Prof., Department of History and Philosophy, Yaroslavl’ State Medical Academy, Yaroslavl’, Russia, [e-mail]
Shkrebko A.N., Ivanova I.V. System approach to internal quality education control

Abstract. One of the main conditions of modern education development is continuous improvement of educational quality management. Raising of state and society requirements to specialists` education, cardinal law reforms and strengthening of state governing and control functions necessitate educational quality management implementation and development. The article describes the experience of system approach to the problem at Yaroslavl State Medical Academy. Internal quality education control system at Yaroslavl State Medical Academy is a part of common quality management system, which is working under supervise of Academy Quality Management Service. Internal quality education control is carried out in several directions: control of educational management efficiency, control of requirements and satisfaction of internal and external customers, control of educational programs, control of preparation, organization and realization of educational process, students’ research and extracurricular activities and resources supply of main processes. Some of these processes are described in the article.

Keywords: education quality, quality management system, qMS, control, system approach, process approach, assessment principles
References

1. 
   Aniskina N.N., Gromova L.A., Timchenko V.V., Trapitsyn S.Yu. (2008) Upravlenie razvitiem vuza na osnove sistemy menedzhmenta kachestva: Nauch.-metod. posobie [Management of university development on the base of quality management system]. St. Petersburg: Knizhnyy dom Publ., 160 p.
   
2. 
   Grigorash О.V. (2013) [Increasing the management efficiency of educational process]. Vysshee obrazovanie v Rossii [Higher education in Russia]. No. 1, pp. 72-78. (In Russ., abstract in Eng.)
   
3. 
   Shestak О.I. (2013) [Marketing approach to education quality management at modern university]. Vysshee obrazovanie v Rossii [Higher education in Russia]. No. 3, pp. 108-114. (In Russ., abstract in Eng.)
   
4. 
   Shmonin L.F., Shkrebko A.N., Ivanova I.V., Uglov E.S. (2012) [Rating estimation of graduates’ educational level]. Vysshee obrazovanie v Rossii [Higher education in Russia]. No. 1, pp. 25-30. (In Russ., abstract in Eng.)
   

Authors:

SHKREBKO Alexander N. – Dr. Sci. (Medicine), Prof., Pro-rector, Yaroslavl’ State Medical Academy, Yaroslavl’, Russia, [e-mail]

IVANOVA Inna V. – Dr. Sci. (Medicine), Assoc. Prof., Head of educational-methodical management department, rector adviser, Yaroslavl’ State Medical Academy, Yaroslavl’, Russia, [e-mail]
BARANOV A.A., MALASHENKO V.N., KLIMACHEVA O.V, KHMELTSOVA O.I. THE STUDENT SCIENCE: ACHIEVEMENT AND PERSPECTIVES

Abstract. The article presents the basic stages of the history, modern stage, sections of scientific students’ work, achievements and the basic perspective directions of students’ science development at the Yaroslavl State Medical Academy. The Students’ Scientific Society of the Academy now includes 50 research circles and involves about 800 students.

Keywords: students’ science, Students’ Scientific Society, School for a young researcher, student scientific conference, inter-university cooperation, grants policy, staff potential
Authors:
BARANOV Andrey A. – Dr. Sci. (Medicine), Pro-rector for research work, Yaroslavl’ State Medical Academy, Yaroslavl’, Russia, [e-mail]
MALASHENKO Viktor N. – Dr. Sci. (Medicine), Prof., Head of Student Scientific Society, Yaroslavl’ State Medical Academy, Yaroslavl’, Russia, [e-mail]
KLIMACHEVA Olga V. – Cand. Sci. (Medicine), Assoc. Prof., Yaroslavl’ State Medical Academy, Yaroslavl’, Russia, [e-mail]
KHMEL’TSOVA Olga I. – Chairman of Advice, Student Scientific Society, Yaroslavl’ State Medical Academy, Yaroslavl’, Russia, [e-mail]